Schülerbewertungen von Unterricht an weiterführenden Schulen: Welche Faktoren hängen mit der lehrerseitigen Nützlichkeitswahrnehmung von Unterrichtsevaluationen zusammen?

This study builds on and contributes to work about the use of student evaluation of teacher performance. Although many studies have examined multiple forms of teacher evaluation, not much has been written about high school teachers’ perception of the usefulness of evaluations performed anonymously by students. This article provides additional insight by exploring factors contributing to Norwegian high school teachers’ perceptions of the usefulness of evaluations. Structural equation modelling indicates that perceptions of the developmental purposes of the evaluation process and of clear communication from the school leadership, as well as acknowledgement of the students’ ability to evaluate, are associated with teachers’ perceptions of the usefulness of the evaluation. Student ratings are often used for administrative purposes and tend to be underutilized for developmental purposes. Our findings suggest that feedback from student ratings can be useful in improving teaching practices by providing high school teachers with constructive feedback with which to improve the quality of their teaching. (DIPF/Orig.)Die vorliegende Studie leistet einen Beitrag zur Forschung über den Einsatz von Schülerbefragungen zur Unterrichtsevaluation. Wenngleich zahlreiche Studien vielfältige Formen der Lehrerevaluation untersucht haben, ist über die lehrerseitige Nützlichkeitswahrnehmung von anonymen Unterrichtsbewertungen durch Schülerinnen und Schüler wenig bekannt. Der vorliegende Artikel beleuchtet diese Thematik, indem Faktoren für den wahrgenommenen Nutzen von Evaluationen bei Lehrkräften weiterführender Schulen in Norwegen untersucht werden. Strukturgleichungsmodelle deuten darauf hin, dass die Wahrnehmung eines Entwicklungsziels beim Evaluationsprozess, eine klare Kommunikation der Schulleitung sowie die Anerkennung der Beurteilungsfähigkeit von Schülerinnen und Schülern mit der von Lehrkräften wahrgenommenen Nützlichkeit der Evaluation zusammenhängen. Schülerbewertungen dienen oftmals zu administrativen Zwecken und werden hingegen für entwicklungsorientierte Ziele bislang zu wenig genutzt. Unsere Befunde legen nahe, dass Schülerbewertungen einen Nutzen für die Unterrichtsentwicklung an weiterführenden Schulen haben können, indem sie Lehrkräften konstruktive Rückmeldungen zur Verbesserung ihrer Lehrpraxis bereitstellen. (DIPF/Orig.

Prädiktoren der LehrerInnenverantwortung

Der vorliegende Beitrag beschäftigt sich mit der Frage ob Lenks Modell zur Erfassung von grundsätzlichen Determinanten der LehrerInnenverantwortung, das durch Lauermann und Karabenick übernommen wurde, empirisch gestützt werden kann. Ziel dieses Beitrags ist es, kausale Beziehungen innerhalb dieses Modells mit Hilfe eines Strukturgleichungsmodells zu bewerten. Basierend auf Daten einer norwegischen LehrerInnenuntersuchung ergaben sich deutliche Zusammenhänge zwischen den Elementen des Modells. Relationales Vertrauen, informelles Lernen zwischen den LehrerInnen und wahrgenommene Unterstützung durch SchulleiterInnen haben sich als wichtige Determinanten für die LehrerInnenverantwortung erwiesen, wenngleich die kontextuellen Faktoren in ihrer Eigenart komplexer zu sein scheinen. Es bedarf weiterer Forschung, um diese zu verstehen. Angesichts der Ergebnisse ist zu empfehlen, dass Schulbehörden einen Schwerpunkt auf die Gestaltung einer Politik legen, die die Vertrauensbeziehungen zwischen den LehrerInnen berücksichtigt. (DIPF/Orig.

Finnish teacher education and its contributions to pre-service teachers’ instructional self-efficacy

This study focuses on how Finnish pre-service teachers’ instructional self-efficacy contributes to their belief in their ability to provide learning opportunities and positive classroom outcomes. Data were gathered from 153 pre-service teachers and analysed using structural equation modelling. We found that experiences with problem behaviour negatively contributed to pre-service teachers’ instructional self-efficacy. We also found two factors that contributed positively to pre-service teachers’ instructional self-efficacy: supervisor’s feedback and perceived practical examples in general pedagogy courses.Peer reviewe

Antecedents of Student Teachers’ Commitment to the Teaching Profession in Finland and Norway

The purpose of this study was to explore antecedents of Finnish and Norwegian student teachers’ prospective commitment to work as teachers or pursue other careers. Are student teachers’ perceptions of coherence between the theoretical and practical elements of the teaching programme related to their commitment to work as teachers or to pursue other careers? For Finnish student teachers, strong associations emerged between the theory-practice interaction in supervision and student teachers’ prospective commitment to work as teachers. Norwegian student teachers exhibited strong associations between personalised feedback and their prospective commitment to teaching. Implications for practice and further research are discussed.Peer reviewe

The Influence of Parents and Teachers on the Deep Learning Approach of Pupils in Norwegian Upper-Secondary Schools

Abstract Introduction. The purpose of this article was to explore the influence of parents and teacher

Hvilke organisatoriske faktorer påvirker læreres indre pliktfølelse?

I de seneste årene har skoler blitt underkastet ulike kontrollformer samt målstyring. Men alt kan ikke styres gjennom denne formen for rasjonalitet.Den indre drivkraften hos lærere forblir en viktig faktor for kvalitet i skolen. I denne artikkelen drøfter forfatterne organisatoriske faktorer som påvirker læreres indre pliktfølelse når det gjelder den jobben lærerne skal gjør

Duration of On-Campus Academic Engagements of Student Teachers in Finland and Norway

The duration of on-campus academic engagements is an uncertain and highly debated indicator of study input. Researchers adopt this indicator with the expectation that student teachers must invest an amount of time and effort in their courses that more or less equals a normal workweek. In the present empirical study, we examine factors influencing the duration of student teachers’ on-campus academic engagements in Norway and Finland using survey data (n = 567). While the teaching profession is highly respected in Finland, and universities make selections for teacher education programs, the profession has a relatively low status in Norway. To meet the objectives of this study, we conducted an OLS regression analysis and found that students’ self-discipline and perceived study requirements are the most important predictors of the duration of their on-campus academic engagements. In addition, the motivation to achieve a goal is also significant, while no significant effect was found for intrinsic motivation. Finally, the study shows no significant differences between the coefficients for the Norwegian and Finnish variable.Peer reviewe

Factors related to Icelandic student teachers’ prospective commitment to the teaching profession

Acknowledgements and funding The authors thank the anonymous reviewers for their invaluable comments. We also thank the ReNEW, TEPEC/University of Oslo, and the University of Iceland for continued support and financial contributions to the research reported in the present study.Peer reviewedPublisher PD